Fast Math

My friend and fellow blogger Alissa has a son Brianna's age who is going through "quarterly assessment" testing at his school. One of the areas of assessment is math. Her brief comments about this got me thinking back to math tests of my own childhood, how I'm approaching math with Brianna, and how I might approach it with Alexander. I don't blog much about our homeschooling specifics, but I find this topic worth exploring a little bit.

Thankfully, I attended school before the current obsession with standardized testing and constant assessment. I took state standardized tests in 4th, 7th, and 10th grades, but the teachers didn't make a big deal out of them beyond making sure we knew how to properly fill in the bubbles. (Bubble tests were rare indeed!) The first tests that really felt "high stakes" to me were the tests I took for college entrance -- the ACT, SAT, and AP exams. By then I was an older teen and able to handle the pressure.

Nevertheless, my 2nd grade teacher, Mrs. Frank, decided to introduce some "high stakes" testing of her own. Every week we had "time tests" in math. These consisted of a strip of about 25 math problems that we were to complete as fast as possible. The times of each student -- adjusted somehow for accuracy -- were posted for all to see. I believe they were even charted on a graph. I was one of those kids who was very accurate if given adequate time, but I could be slow to come to an answer. Time pressure only befuddled my brain, so my times were always near the bottom of the class even though I was capable of doing the problems presented. Needless to say, I exited 2nd grade with the (false) impression that I was bad at math. This incorrect belief lasted for years and negatively affected my math education.

So you can imagine my conflicted feelings when Brianna's math curriculum suggested "practice sheets" -- strips of about 25 math problems that the child should do repeatedly with a goal of finishing accurately in about 1 minute. Ack - Time Tests! Understand, they only suggest this *well* after the child has become proficient at solving addition problems mentally using a number of strategies not to include counting. The sole purpose of the practice sheets are to increase speed. I can't argue with the practicality of this. Brianna is highly proficient at maniuplating numbers mentally to solve problems, but when adding 3 digit numbers, all that manipulation takes time. Once you know what you're doing, it's much more convenient to have the basic facts committed to memory.

Uncomfortable with the timing aspect but understanding the rational, I decided to give Brianna the choice. She chose to time herself, and with her father's stopwatch, no less! The timing does not seem to add to her anxiety or make solving the problems more difficult, as it did for me. I suspect it's because she's only competing with herself. She has no idea how she would measure up against other 1st graders, nor does it occur to her to wonder about that. She's well above the 1 minute goal time -- more like 2:40, but I think that's due more to her slowness in writing than to not knowing the answers. When she dictates the answers to me, she's around 1 1/2 minutes, depending on the difficulty of the problems. In any case, it doesn't seem to phase her. I make sure to note her 100% accuracy, and assure her that accuracy is more important than speed. I don't recall Mrs. Frank every praising my accuracy. (She may have done, but so much emphasis was on speed that if she did, it didn't make an impression.)

Alexander's preschool teacher commented during our conference today about how good he was at math. I was a bit surprised to hear this -- not because I think he's slow, but because at home he does very little math talk or play that I see. (Unless I count being able to look at a Lego diagram and copy it fairly well, which I *should*!) Brianna did much more conventional math play at his age, and would ask to do math lessons for fun. Alexander asked for lessons a couple of times, then stopped. I think the difference isn't in math ability, but in how the children approach learning. Brianna's learning is so easy for me to see. She goes about it quite conventionally, as I did, so I recognize it. When we do math lessons together 3 or 4 times a week, I see the progress and know exactly what she can and cannot do. Alexander seems to draw from more diverse sources and then manifest his knowledge in ways that I don't always recognize immediately. (Like the Legos.) Homeschooling is going to be more challenging with him simply because he and I do not share a common learning style. Nevertheless, I think it will be fun and nearly as educational for me as it will be for him!